Improving Pediatric Fellows’ Feedback Skills and Confidence Through Objective Structured Examinations-Reference-Cited by-同舟云学术

Improving Pediatric Fellows’ Feedback Skills and Confidence Through Objective Structured Examinations

Published:2024-02-01 Issue:1 Volume:16 Page:64-69
ISSN:1949-8357
Container-title:Journal of Graduate Medical Education
language:en
Short-container-title:

Author:

Yu Jennifer C.¹^ORCID,Rhee Kyung E.²,Dworsky Zephyr D.³,Larrow Annie⁴,Passarelli Patrick⁵,Patel Aarti⁶

Affiliation:

1. Jennifer C. Yu, MD, is Faculty, Department of Pediatrics, Rady Children’s Hospital San Diego, University of California San Diego, San Diego, California, USA

2. Kyung E. Rhee, MD, MSc, MA, is Faculty, Department of Pediatrics, Rady Children’s Hospital San Diego, University of California San Diego, San Diego, California, USA

3. Zephyr D. Dworsky, MD, at the time of the study was a Clinical Fellow, Department of Pediatrics, Rady Children’s Hospital San Diego, University of California San Diego, San Diego, California, USA, and is now Faculty, Department of Pediatrics, Barbara Bush Children’s Hospital, Tufts University, Medford, Massachusetts, USA

4. Annie Larrow, MD, MS, at the time of the study was a Clinical Fellow, and is now Faculty, Department of Pediatrics, Rady Children’s Hospital San Diego, University of California San Diego, San Diego, California, USA

5. Patrick Passarelli, MD, was Chief Resident, Department of Pediatrics, Rady Children’s Hospital San Diego, University of California San Diego, San Diego, California, USA, and is now a Hospitalist, Department of Internal Medicine and Pediatrics, Arnot Ogden Medical Center, Lake Erie College of Osteopathic Medicine, Erie, Pennsylvania, USA; and

6. Aarti Patel, MD, MEd, is Faculty, Department of Pediatrics, Rady Children’s Hospital San Diego, University of California San Diego, San Diego, California, USA

Abstract

Background Medical trainees must learn how to provide effective feedback as an essential communication skill, yet few models exist for training and assessing these skills. Objective To develop an observed structured feedback examination (OSFE) to provide feedback training to pediatric fellows and assess changes in skills and self-reported confidence. Methods This educational study was conducted from 2019 to 2020 at an academic children’s hospital. Our team developed the OSFE and trained standardized feedback recipients and faculty. Fellows completed baseline self-assessments (31 items) on prior exposure to feedback training, application of skills, and confidence. They then participated in the OSFE, giving feedback to a standardized recipient using a standardized scenario, and were scored by faculty and recipients using a 15-item checklist for performance. Next, fellows participated in feedback training and received individualized feedback, after which they repeated the OSFE and confidence self-assessment. Three months later, fellows completed self-assessments on confidence and application of skills and another OSFE to assess retention. Descriptive statistics and signed rank sum test were used for analysis. Results Of 60 eligible fellows, 19 participated (32%), with 100% follow-up. After training and individualized feedback, all fellows improved feedback skills as measured by OSFE performance (mean change +0.89). All items, measured on a 5-point Likert scale, were sustained 3 months later (mean change +0.92). All fellows reported improved confidence in feedback knowledge (mean change +2.07 post, +1.67 3 months post). Conclusions Feedback training using simulation and individualized feedback moderately improved fellows’ performance, confidence, and 3-month retention of feedback skills.

Publisher

Journal of Graduate Medical Education

Link

https://meridian.allenpress.com/jgme/article-pdf/16/1/64/3324262/i1949-8357-16-1-64.pdf

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